Communities An inquiry into how communities develop & survive.
Our Environment An inquiry into our responsibility towards the environment.
Our Neighbours in the Pacific (Diversity) An inquiry into how cultural practices reflect and express people’s customs, traditions, & values.
Skills for Life: Responsible/Communicator
Skills for Life: Respectful/Motivated
Skills for Life: Resilient/Thinker
Central Idea: How do communities survive? Lines of Inquiry: ·Communities depend on one another ·Different community members play different roles and have different responsibilities ·Identify the needs of a community ·Know and apply concepts that explain how living things function, adapt and change
Central Idea: How can we reduce our footprint on the world? Lines of Inquiry: ·The earth’s natural resources are finite ·The imbalance between human needs and wants can explain much of the earth’s environmental issues ·There are many things that we can do as individualsthat will help reduce the stress on the earth ·People use natural resources in a variety of ways for a variety of purposes
Central Idea: How do the diverse cultures of the Pacific Islands enrich New Zealand? Lines of Inquiry: ·How does the environment affect how people live in Pacific nations? ·Understand there are differences and similarities between different cultures ·Develop empathy for Pacific Island immigrants
Habits of the Mind:
Habits of the Mind:
Habits of the Mind: Thinking & communicating with clarity & precision
Listening with empathy & understanding
Thinking interdependently
Subject Areas Covered: Science, Social Sciences, English, Mathematics, Health, Technology, The Arts
Subject Areas Covered: Science, Social Sciences, English, Mathematics, Health, Technology, The Arts
Subject Areas Covered: Science, Social Sciences, English, Mathematics, Health, Technology, The Arts
Please fill in strands covered in Term 1
Science Strand: Participating & Contributing Social Sciences: L 2: Understand how time & change affect people’s lives
L 3: understand how people make decisions about access to and use of resources
L 4: Understand how producers & consumers exercise their rights & meet their responsibilities Technology: Planning for practise (see document)
Social Sciences: L2 Understand how people make choices to meet their needs & wants
L3 Understand how cultural practices vary but reflect similar purposes
The Arts: Understanding the Arts in context
Inquiry at Parkview Kath Murdoch 2008 Classes will complete three inquiries a year. Students are to explore topics that matter and help them to understand how the world works. Inquiries will consist of each of these.
Social Mainly Social Studies and
Health
Enquiries need to be either… Project based: e.g. having grandparents for afternoon tea
Learning About Health & aspects of PE
Science
Social Studies
Problem based: e.g. How can we reduce the traffic?
Physical Science
Discipline/Concept based: e.g. What shapes the land
Learning By Key Competencies
Habits of mind
Personal Health
Play/Interest based: e.g. mainly for 5 year olds
Learning Through English
The Arts
Mathematics & Statistics
Languages
Technology
Values/Skills For Life explored through both CONTENT and PROCESS of integrated Inquiries
Focus for the Inquiry should be selected with a ‘Big Picture” in mind and ensures a balanced curriculum, with curriculum based units to cover curriculum ‘gaps’. Focus will often be modified through negotiation or in conjunction with events or issues arising in the local or global community.
Generative Question What’s the inquiry really about? What is the key idea? What big question/s will we explore?This question will be displayed on the classroom wall. Understandings, Skills and Values What do we want students to understand more deeply by the end of the inquiry? What is important to know about this? (Link to big ideas). What key skills, strategies, qualities and values will be enriched through this inquiry? Link to Curriculum, Values (Skills for Life), Key Competencies (Habits of Mind).
Reflection of Planning What makes an effective integrated inquiry “topic”
Will it be engaging? §Relevant and interesting to your students §Hands-on and authentic (real purpose) §Developmentally appropriate
Is it suitably generative? §Many opportunities for exploration §Conceptually rich §Easily connected across learning areas
Is it worth learning about? §Broad concepts that link to other fields §Relevance to future lives of our students (environment, wellbeing, technologies, social responsibility)
Is there potential for active investigation? §Can students find out about this in active ways? §Can this be resourced by direct experiences? §Are there adequate resources in our school and community?
Is there potential for action? §Can the students USE this knowledge? Can they act on what they have learned?
Does this topic provide a context for meeting curriculum expectations? §Connecting in with learning outcomes across a range of subject areas?
Possible inquiries for 2010
To have curriculum coverage we need to do:
§Personal Inquiry: Health based oSyndicates could choose what the inquiry is and when they do it exceptTerm3/4 (fair inquiry)
§Physical Inquiry: Science based. oWe are quite lacking in Physical & Material World. oWe could do an inquiry on either but everyone do the same strand but not necessarily the same inquiry oThe other strand would need to be done as a unit
§Social Inquiry: Social studies-Economic World & Health-Healthy Communities & Environments
oThis would link nicely with the school fair and should be a whole school inquiry however different areas of the school could do it differently.
Hopefully this gives the syndicates more options as to when & how long the inquiry is & Link more to their age group. This could also be Yr 1, Yr 2/3, Yr 4/5, Yr 6/7/8?
Learning intention We’ll know we’ve achieved this because………
·It will make sense·It will retell the story we heard
Success criteria
Parkview Primary School Curriculum Overview 2009
AOTEAROA “Our Place in the World”
Term One
Term Two
Term Three
Term Four
Theme
Our Place
Working Together
Our Place in the Past/Present
Our Neighbours in the Pacific
Parkview’s Skills For Life
Responsible/Communicator
Active/Motivated
Courageous/Resilient
Respectful/Thinker
Year 1-8 ICT: All classes have established and use class page; calendar, notices, forum, websites, photo Gallery. Using Comic Life, Kid Pix, Photo Story, etc Use Knowledge.net to share ICT work
Key Concept:
People make communities. The way people relate to and communicate with each other affects how successful a community is. We are part of a community and our input is vital
Key Concept:
We can change our community for the better. Each of us is responsible for our environment
Key Concept:
The peoples that settled in NZ in the past makes us who we are today. Values & attitudes were important—‘can do’ ‘she’ll be right’, humour, creativity. People traveled to settle in NZ. Immigrants in the past faced huge challenges & came to NZ fordiffering reasons e.g. farming, gold, escape oppression
Key Concept:
Just like our community we need to help & rely on our neighbours
NZ is a country of immigrants past & present. Today’s immigrants come to NZ for different reasons e.g. safety, environment, financialThe more we learn about other cultures the more we know about ourselves
General Knowledge/Critical Thinking
Current Events/General Knowledge building: Our city, our province, South Island, Country (geography) Mapping skills. Local news, national news, NZ in the world news------(set up school reportersto send in info to local papers)
Curriculum Focus/Knowledge Science; Living World- Social Studies: Place & Environment Literacy Links:(use school programmes for guidelines) Reports/Poetry-High Country poetry competition Links: The Arts :( use school programmes for guidelines). Visual Arts: Maori/Languages: (use school programmes for guidelines). Myths & legends, Literacy (reading, writing) Numeracy-taught daily
Curriculum Focus/Knowledge: Science: Physical World Social Studies: Literacy Links: Numeracy Links: The Arts: Maori/Languages: Health & PE: Technology: Literacy (reading, writing) Numeracy-taught daily
Curriculum Focus: Literacy Links: Numeracy Links The Arts: Maori/Languages Health & PE: Social Studies: Literacy (reading, writing) Numeracy-taught daily
Curriculum Focus: Social Sciences: Literacy Links: Numeracy Links: money, budgeting The Arts: Music/Visual Art (use school programmes for guidelines). Maori/Languages (use school programmes for guidelines). ICT: Careers Yr 7/8 Literacy (reading, writing) §Numeracy-taught daily
Skills; Thinking, talking, questioning ·Class, school, routines & expectations ·Co-operative skills ·Listening, speaking ·Problem-solving-challenges ·Reintroduce Thinking Hats –by the end of term 1 all students will understand their use ·Bloom’s Questioning continue using questioning cardsto challenge thinking ·Skills for Life –Responsible/Communicator ·Knowledge net Set up class & personal pages. Class page to have: newsletter, calendar, forums, activities (websites). Students learn how to logon, use class page & setting up own page with personal goals. ·What makes our school a great place to be? ·How can we make it better? ·What are our rights and responsibilities-students, adults-staff/parents? ·How can our school environment be improved?
Skills; Thinking, talking, questioning ·Use thinking Hats for discussions ·Jamie McKenzie questioning & ‘slam dunk’ investigations. ·Begin setting up and teaching ‘Inquiry’ –as a class or for some groups. ·Use mind mapping for planning ·Link ‘Active & Motivated’ to programmes. Talk about it and link learning to them—use Art Costa, Bloom’s taxonomy questioning. ·Use student voice to investigate how we can improve rubbish at school & community ·Create survey ·Find out more about the ‘green team” ·Staff to model desired behaviours ·Improvements acknowledged in newsletter/assembly
Skills; Thinking, talking, questioning §Courageous & active §Thinking Hats §Debating—pros and cons of various games §Bloom’s taxonomy plan §What preparation do athletics do to get fit/learn a new skill? §Setting goals—What are your goals? How are you going meet them. §Set a sporting challenge and plan a programme to achieve it §Team versus individual challenges §How do groups work /relate together? §Where is Beijing? §Compare/contrast culture §What might be some team rules? (class/school/home rules) §What Olympic events are New Zealanders involved in? §Personality /work traits of high achievers §What qualities do we admire in our sports heroes?
Skills; Thinking, talking, questioning §Communicator/Responsible §Thinking Hats-elections, current events §Bloom’s Taxonomy plan §People who have made NZ home §Compare life styles
Possible Learning Contexts ·Supermarkets ·Helpful hands e.g. The role of the school caretaker ·Making school a better place-environment, gardens, information center ·Our community: The forest, the beach, the marae ·Plant communities or animal/communities in our community/country: Kiwis, pukekos, spiders/insects, Monarch/frog life cycles, plants/planting in the wetland
Possible Learning Contexts ·Recycle, Reuse Unit ·What makes our planet habitable ·How do we cope in Natural Disasters
Possible Learning Contexts ·Pre European Maori Life-Museum, Ferry mead Programme ·Pioneers ·Transport development and how it has changed NZ communities
Possible Learning Contexts ·Pacific Islands, Australian, Asian study ·Celebrating in NZ—birthdays, Christmas Compare to other cultures ·Natural Disasters ·Life in another part of NZ—an isolated community ·Dairy Farm ·The Marae
Connected Curriculum Team:(includes Science, Social Studies, Technology & Health)
Team Coordinator:
Team Members:Sophie, Jane, Norma, John, Mel, Kerri
Meet early in Term 1 to choose coordinator, review suggested goals for the year, prepare budget (linked to goals), coordinating ‘New Curriculum’ development. Meet regularly throughout the year to achieve goals and provide regular reports to Principal.
Role: To further develop whole school approach to thematic teaching with an emphasis on ‘driving’ Skills for Life, thinking skills, inquiry/questioning and getting to ‘grips’ with the new curriculum
Goal
Action Plan
Resources needed
Time Frame
Result
1.To ‘drive’ yearly theme by developing term focus
§Researching resources §Putting resources on Knowledge.net
2.To incorporate Thinking Hats, & other thinking skills into themes e.g. Blooms,
Year Level/student group: Whole SchoolProposed Duration of Unit:10 weeks
Planned by Parkview School
Why This Unit?Toreduce our footprints on the earth
Understandings
What do we hope students will understand by the end of this unit?
What transferable, robust, ‘big ideas’ will they gain?
What is important and relevant for these students?
Lines of inquiry:
The earth’s natural resources are finite
The imbalance between human needs and wants can explain much of the earth’s environmental issues
There are many things that we can do as individuals that will help reduce the stress on the earth
People use natural resources in a variety of ways for a variety of purposes
Strands:
Context:
Significant questions:
Sow the seed: (ignition) Sprouting:(wonderings)
Branching Out: (gathering information)
Prune and Shape:
(organise/reflect)
Time to Bloom: (plan to celebrate/conclusions)
Fruits of our labour:
(celebration)
Fruit quality check:
(evaluation and so what?)
Teacher evaluation of unit:
Suggested assessment tools: 3 R’s *Remember: write/draw 3 things you remember learning
*Reveal: the most important thing you’ve learnt
*React: how is this learning going to affect me and others? Children to self evaluate their inquiry against “success-o-meter” criteria Habits of the mind/skills for life Assessment of any other subjects integrated into the unit
Milestone 8 Evidence
Finding Out
Tuning In
Sorting Out
Action
Going Further
Reflection
An inquiry into how communities develop & survive.
An inquiry into our responsibility towards the environment.
(Diversity)
An inquiry into how cultural practices reflect and express people’s customs, traditions, & values.
Responsible/Communicator
Respectful/Motivated
Resilient/Thinker
How do communities survive?
Lines of Inquiry:
· Communities depend on one another
· Different community members play different roles and have different responsibilities
· Identify the needs of a community
· Know and apply concepts that explain how living things function, adapt and change
How can we reduce our footprint on the world?
Lines of Inquiry:
· The earth’s natural resources are finite
· The imbalance between human needs and wants can explain much of the earth’s environmental issues
· There are many things that we can do as individuals that will help reduce the stress on the earth
· People use natural resources in a variety of ways for a variety of purposes
How do the diverse cultures of the Pacific Islands enrich New Zealand?
Lines of Inquiry:
· How does the environment affect how people live in Pacific nations?
· Understand there are differences and similarities between different cultures
· Develop empathy for Pacific Island immigrants
Thinking & communicating with clarity & precision
Listening with empathy & understanding
Thinking interdependently
Science, Social Sciences, English, Mathematics, Health, Technology, The Arts
Science, Social Sciences, English, Mathematics, Health, Technology, The Arts
Science, Social Sciences, English, Mathematics, Health, Technology, The Arts
Participating & Contributing
Social Sciences:
L 2: Understand how time & change affect people’s lives
L 3: understand how people make decisions about access to and use of resources
L 4: Understand how producers & consumers exercise their rights & meet their responsibilities
Technology:
Planning for practise (see document)
L2 Understand how people make choices to meet their needs & wants
L3 Understand how cultural practices vary but reflect similar purposes
The Arts:
Understanding the Arts in context
Inquiry at Parkview
Kath Murdoch 2008
Classes will complete three inquiries a year. Students are to explore topics that matter and help them to understand how the world works. Inquiries will consist of each of these.
Mainly Social Studies and
Health
Project based: e.g. having grandparents for afternoon tea
Health & aspects of PE
Science
Social Studies
Science
Key Competencies
Habits of mind
Health
English
The Arts
Mathematics & Statistics
Languages
Technology
Generative Question
What’s the inquiry really about? What is the key idea? What big question/s will we explore? This question will be displayed on the classroom wall.
Understandings, Skills and Values
What do we want students to understand more deeply by the end of the inquiry? What is important to know about this? (Link to big ideas). What key skills, strategies, qualities and values will be enriched through this inquiry? Link to Curriculum, Values (Skills for Life), Key Competencies (Habits of Mind).
What makes an effective integrated inquiry “topic”
§ Relevant and interesting to your students
§ Hands-on and authentic (real purpose)
§ Developmentally appropriate
§ Many opportunities for exploration
§ Conceptually rich
§ Easily connected across learning areas
§ Broad concepts that link to other fields
§ Relevance to future lives of our students (environment, wellbeing, technologies, social responsibility)
§ Can students find out about this in active ways?
§ Can this be resourced by direct experiences?
§ Are there adequate resources in our school and community?
§ Can the students USE this knowledge? Can they act on what they have learned?
§ Connecting in with learning outcomes across a range of subject areas?
Possible inquiries for 2010
To have curriculum coverage we need to do:
§ Personal Inquiry: Health based
o Syndicates could choose what the inquiry is and when they do it except Term3/4 (fair inquiry)
§ Physical Inquiry: Science based.
o We are quite lacking in Physical & Material World.
o We could do an inquiry on either but everyone do the same strand but not necessarily the same inquiry
o The other strand would need to be done as a unit
§ Social Inquiry: Social studies-Economic World & Health-Healthy Communities & Environments
o This would link nicely with the school fair and should be a whole school inquiry however different areas of the school could do it differently.
Hopefully this gives the syndicates more options as to when & how long the inquiry is & Link more to their age group. This could also be Yr 1, Yr 2/3, Yr 4/5, Yr 6/7/8?
Learning intention
We’ll know we’ve achieved this because………
Success criteria
ICT: All classes have established and use class page; calendar, notices, forum, websites, photo Gallery.
Using Comic Life, Kid Pix, Photo Story, etc Use Knowledge.net to share ICT work
People make communities. The way people relate to and communicate with each other affects how successful a community is. We are part of a community and our input is vital
We can change our community for the better. Each of us is responsible for our environment
The peoples that settled in NZ in the past makes us who we are today. Values & attitudes were important—‘can do’ ‘she’ll be right’, humour, creativity. People traveled to settle in NZ. Immigrants in the past faced huge challenges & came to NZ for differing reasons e.g. farming, gold, escape oppression
Just like our community we need to help & rely on our neighbours
NZ is a country of immigrants past & present. Today’s immigrants come to NZ for different reasons e.g. safety, environment, financial The more we learn about other cultures the more we know about ourselves
Current Events/General Knowledge building: Our city, our province, South Island, Country (geography) Mapping skills. Local news, national news, NZ in the world news------(set up school reporters to send in info to local papers)
Science; Living World-
Social Studies: Place & Environment
Literacy Links:(use school programmes for guidelines) Reports/Poetry-High Country poetry competition
Links:
The Arts :( use school programmes for guidelines). Visual Arts:
Maori/Languages: (use school programmes for guidelines). Myths & legends,
Literacy (reading, writing)
Numeracy-taught daily
Science: Physical World
Social Studies:
Literacy Links:
Numeracy Links:
The Arts:
Maori/Languages:
Health & PE:
Technology:
Literacy (reading, writing)
Numeracy-taught daily
Literacy Links:
Numeracy Links
The Arts:
Maori/Languages
Health & PE:
Social Studies:
Literacy (reading, writing)
Numeracy-taught daily
Literacy Links:
Numeracy Links: money, budgeting
The Arts: Music/Visual Art (use school programmes for guidelines).
Maori/Languages (use school programmes for guidelines).
ICT:
Careers Yr 7/8
Literacy (reading, writing)
§ Numeracy-taught daily
· Class, school, routines & expectations
· Co-operative skills
· Listening, speaking
· Problem-solving-challenges
· Reintroduce Thinking Hats –by the end of term 1 all students will understand their use
· Bloom’s Questioning continue using questioning cards to challenge thinking
· Skills for Life –Responsible/Communicator
· Knowledge net Set up class & personal pages. Class page to have: newsletter, calendar, forums, activities (websites). Students learn how to logon, use class page & setting up own page with personal goals.
· What makes our school a great place to be?
· How can we make it better?
· What are our rights and responsibilities-students, adults-staff/parents?
· How can our school environment be improved?
· Use thinking Hats for discussions
· Jamie McKenzie questioning & ‘slam dunk’ investigations.
· Begin setting up and teaching ‘Inquiry’ –as a class or for some groups.
· Use mind mapping for planning
· Link ‘Active & Motivated’ to programmes. Talk about it and link learning to them—use Art Costa, Bloom’s taxonomy questioning.
· Use student voice to investigate how we can improve rubbish at school & community
· Create survey
· Find out more about the ‘green team”
· Staff to model desired behaviours
· Improvements acknowledged in newsletter/assembly
§ Courageous & active
§ Thinking Hats
§ Debating—pros and cons of various games
§ Bloom’s taxonomy plan
§ What preparation do athletics do to get fit/learn a new skill?
§ Setting goals—What are your goals? How are you going meet them.
§ Set a sporting challenge and plan a programme to achieve it
§ Team versus individual challenges
§ How do groups work /relate together?
§ Where is Beijing?
§ Compare/contrast culture
§ What might be some team rules? (class/school/home rules)
§ What Olympic events are New Zealanders involved in?
§ Personality /work traits of high achievers
§ What qualities do we admire in our sports heroes?
§ Communicator/Responsible
§ Thinking Hats-elections, current events
§ Bloom’s Taxonomy plan
§ People who have made NZ home
§ Compare life styles
· Supermarkets
· Helpful hands e.g. The role of the school caretaker
· Making school a better place-environment, gardens, information center
· Our community: The forest, the beach, the marae
· Plant communities or animal/communities in our community/country: Kiwis, pukekos, spiders/insects, Monarch/frog life cycles, plants/planting in the wetland
· Recycle, Reuse Unit
· What makes our planet habitable
· How do we cope in Natural Disasters
· Pre European Maori Life-Museum, Ferry mead Programme
· Pioneers
· Transport development and how it has changed NZ communities
· Pacific Islands, Australian, Asian study
· Celebrating in NZ—birthdays, Christmas Compare to other cultures
· Natural Disasters
· Life in another part of NZ—an isolated community
· Dairy Farm
· The Marae
Team Members: Sophie, Jane, Norma, John, Mel, Kerri
§ Putting resources on Knowledge.net
Integrated Inquiry Planting guide
Central idea: An inquiry into our responsibility towards our environment
What do we hope students will understand by the end of this unit?
What transferable, robust, ‘big ideas’ will they gain?
What is important and relevant for these students?
Context:
Significant questions:
Sprouting: (wonderings)
Branching Out: (gathering information)
Prune and Shape:
(organise/reflect)
Time to Bloom: (plan to celebrate/conclusions)
Fruits of our labour:
(celebration)
Fruit quality check:
(evaluation and so what?)
Suggested assessment tools:
3 R’s
*Remember: write/draw 3 things you remember learning
*Reveal: the most important thing you’ve learnt
*React: how is this learning going to affect me and others?
Children to self evaluate their inquiry against “success-o-meter” criteria
Habits of the mind/skills for life
Assessment of any other subjects integrated into the unit